The Starry Night by A. Gautam

CHARACTERS:
SAMUEL, A middle-aged professor who looks like he has been teaching for centuries
NAGEN, A well-dressed boy who looks nervous and lost
VENUS, An antsy-looking girl dressed in a baseball cap and a torn shirt that looks new
RITCHIE, A dreamy looking young boy with ruffled hair

Stage Set: The outside of a museum. Samuel is leaning on a tree. The students are seated on the grass.

SAMUEL: Well, what was Van Gogh trying to say, really?
VENUS: I thought this was supposed to be a fun trip. You are—like—teaching us outside of class. What's up with that?
NAGEN: If I may, which painting were you referring to, sir?
SAMUEL: Starry Night. The waves in the sky. Imagination and reality. Darn, I am tired as the starry night.
VENUS: There he goes again, into his own little world. Do any of you know when the bus is supposed to pick us up?
NAGEN: I believe it is supposed to come at five. May I ask you a question, miss?
VENUS: Call me Ven. Waiting for the bus will be as fun as the dentist pulling my teeth out.
NAGEN: Ok, Ven. Why didn't the other students come with us?
VENUS: It was optional, dude!
RITCHIE: Nobody cares about art anymore. (to Nagen) Why did you come?
NAGEN: I need to keep busy after school. That is when, Richard, I get the most homesick.
RITCHIE: Call me Ritchie. Where is home for you?
SAMUEL: Who knows really what home is? Why can't people feel at home in art? Why the rush to belong? It does not make a difference if it is a stroke on the canvas or the work of clouds in the sky. To imagine is more important. To imagine the possibilities of the meaning is more beautiful. To find a home in the whole world is possible.
VENUS: Here comes the bus!
NAGEN: It's ————
(All rush to the bus.)

VENUS: Call me Ven. Waiting for the bus will be as fun as the dentist pulling my teeth out.

Which dramatic element is used in the lines above?
A.
climax
B.
dramatic irony
C.
verbal irony
D.
denouement

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability